*1, Why is the the principal the most important and influential individual in any school?
Leadership sets the tone for the building, the climate for learning, the level of professionalism and morale of teachers and the degree of concern for what students may or may not become.
3rd Edition p.
4th Edition p. 99
5th Edition p.126
6th Edition p.131
2. Explain what Blumberg and Greenfield mean when they say that "principals who lead seem to be highly goal oriented and to have a keen sense of goal clarity.
Successful principals are alert to opportunities or create opportunities favoring their ability to affect what is going on in the school. They have a good sense of themselves, feel secure as individuals and as principals at work, and are able to accept failure as failure of an idea rather than of them as persons.
3. Describe how technical, human, and educational forces must be provided to ensure that schools will work. Technical: power of leadership derived from using sound management techniques. Proper management is a basic requirement of all organizations if they are expected to function properly day by day and to maintain support from external constituents. Human: power of leadership derived from harnessing the school’s social and interpersonal potential. The interpersonal needs of students and teachers are of sufficient importance that, should they be neglected, schooling problems are likely to follow. Educational: power of leadership derived from expert knowledge about matters of education and schooling.
*4. Explain how symbolic and cultural forces help schools rise to levels of extraordinary commitment and performance.
Symbolic - Refers to what can be observed, and how we are viewed.
Cultural - Refers to an atmosphere within the building.
3rd Edition p.87 - 88
4th Edition p.103
5th Edition p.131
6th Edition p.136
*5. What does culture building require of school principals?
Culture building requires that leaders give attention to the informal, subtle and symbolic aspects of school life.
6. What are central zones and how are they used in successful schools?
Central zones are values and beliefs within a school that are sacred to the operation and are the rudder for the school. These central zones are sources of identity for teachers and students from which their school lives become meaningful. Nurturing these zones then becomes a central part of culture building.
8. Discuss the simple beliefs which are fundamental in Frances Hedges' philosophy of leadership.
3rd Edition p.102
4th Edition p.117
5th Edition p.144
6th Edition p.155
9. What are the four levels of culture? Explain how they provide a gramework for analyzing the culture of a school.
Artifacts, Perspectives, Values, Assumptions.
3rd Edition p.108
4th Edition p.125
5th Edition p.152
6th Edition p.157
*10. What is meant by the dark side of school culture?
Leadership sets the tone for the building, the climate for learning, the level of professionalism and morale of teachers and the degree of concern for what students may or may not become.
3rd Edition p.
4th Edition p. 99
5th Edition p.126
6th Edition p.131
2. Explain what Blumberg and Greenfield mean when they say that "principals who lead seem to be highly goal oriented and to have a keen sense of goal clarity.
Successful principals are alert to opportunities or create opportunities favoring their ability to affect what is going on in the school. They have a good sense of themselves, feel secure as individuals and as principals at work, and are able to accept failure as failure of an idea rather than of them as persons.
3rd Edition p.
4th Edition p.100
5th Edition p.127
6th Edition p.132
3. Describe how technical, human, and educational forces must be provided to ensure that schools will work.
Technical: power of leadership derived from using sound management techniques. Proper management is a basic requirement of all organizations if they are expected to function properly day by day and to maintain support from external constituents.
Human: power of leadership derived from harnessing the school’s social and interpersonal potential. The interpersonal needs of students and teachers are of sufficient importance that, should they be neglected, schooling problems are likely to follow.
Educational: power of leadership derived from expert knowledge about matters of education and schooling.
3rd Edition p.84
4th Edition p.101
5th Edition p.128
6th Edition p.133
*4. Explain how symbolic and cultural forces help schools rise to levels of extraordinary commitment and performance.
Symbolic - Refers to what can be observed, and how we are viewed.
Cultural - Refers to an atmosphere within the building.
3rd Edition p.87 - 88
4th Edition p.103
5th Edition p.131
6th Edition p.136
*5. What does culture building require of school principals?
Culture building requires that leaders give attention to the informal, subtle and symbolic aspects of school life.
3rd Edition p.95
4th Edition p.112
5th Edition p.138
6th Edition p.138,143
6. What are central zones and how are they used in successful schools?
Central zones are values and beliefs within a school that are sacred to the operation and are the rudder for the school. These central zones are sources of identity for teachers and students from which their school lives become meaningful. Nurturing these zones then becomes a central part of culture building.
3rd Edition p.96
4th Edition p.113
5th Edition p.139
6th Edition p.144
7. Explain why a school should have both a tightly and a loosely coupled structure.
3rd Edition p.97
4th Edition p.113
5th Edition p.140
6th Edition p.145
8. Discuss the simple beliefs which are fundamental in Frances Hedges' philosophy of leadership.
3rd Edition p.102
4th Edition p.117
5th Edition p.144
6th Edition p.155
9. What are the four levels of culture? Explain how they provide a gramework for analyzing the culture of a school.
Artifacts, Perspectives, Values, Assumptions.
3rd Edition p.108
4th Edition p.125
5th Edition p.152
6th Edition p.157
*10. What is meant by the dark side of school culture?
3rd Edition p.110
4th Edition p.128
5th Edition p.155
6th Edition p.161
*11. Why is it important to have loyal opposition within a school culture?
3rd Edition p.111
4th Edition p.129
5th Edition p.156
6th Edition p.161